Programme: International Relations

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Subject: search.filters.subject.Federal Capital Territory

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    QUALITY EDUCATION FOR PERSONS LIVING WITH DISABILITIES IN NIGERIA
    (9th International Conference on Education & Education of Social Sciences 17-18 January 2022- Online, 2022-01) Kusimo Abigail Olamide; Duruji M. M.; Oni Samuel
    World Health Organization estimates that globally, one billion people have a disability; with 80% of that population living in developing countries. Persons living with disabilities (PLWDs) face significant levels of discrimination and are often prevented from participating in their communities. This paper focuses on education as an essential part of human right towards persons living with disabilities and their access to quality education in Nigeria. Education is not only a right, but in situations of emergencies, chronic crises and early reconstruction, it provides physical, psychosocial and cognitive protection, which can be both life-saving and life-sustaining. The objective of this paper centres on quality, accessibility and education of persons living with disabilities in Nigeria. This paper examines concepts such as inclusion, quality education, inclusive education, exclusionary and discriminatory practices against persons with disabilities in Nigeria. It critically examines how discrimination, segregation and marginalization has affected education in Nigeria towards persons living with disabilities, depriving them of their right to education, and efforts towards achieving education for all which is in line with the Sustainable Development Goal 4. The data for the work will be gotten secondary sources. The study adopts textual analysis technique to analyse the data that will be generated from secondary sources. The aim of this paper is to integrate persons living with disability into the society using education. Thereby using the right to education to break the stigmatization persons living with disabilities face in the Nigeria.
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    BARRIERS TO INCLUSIVE EDUCATION IN FEDERAL CAPITAL TERRITORY PRIMARY SCHOOLS, NIGERIA
    (9th International Conference on Education & Education of Social Sciences 17-18 January 2022- Online, 2022-01) Kusimo Abigail Olamide; Duruji M. M.; Oni Samuel
    The diversity and unique contribution of persons living with disabilities in the general classroom is one of the major drive for inclusive education. Inclusive education helps persons living with disability find a place of acceptance in the society. Education is vital to the development of every individual in society despite their age, race, tribe, ability and disability. Education is a basic human right which every individual should access. The purpose of education is to acquire skills, information and knowledge. Inclusion is pivotal for the development of the society. The emergence of the concept of inclusive education has captured the attention of international and local stakeholders in education. This paper examines and discusses the barriers affecting persons living with disability in Federal Capital Territory primary schools, Nigeria. Irrespective of the importance attached to inclusive education, there are barriers that still limit the successful adoption and implementation of inclusive education. It is for this reason that this paper seeks to analyse some of these barriers. Using a secondary source of data, this paper critically analyses some issues such as inadequate infrastructure, inexperience special educators, societal discrimination, lack of access to public funding that affects implementing inclusive education in Federal Capital Territory primary schools. This paper also discusses the various barriers to inclusive education and its effect on persons living with disability as they lack basic resources to access the society. This paper concludes by proffering solutions to barriers affecting implementation of inclusive education in Federal Capital Territory primary schools, Nigeria.